List one literacy strategy that you have used since school began in August. Explain how you used it in class. Did it work with your students? Explain. You must have this posting done by October 14.
I have used the Looping Vocabulary game with two of the grade levels which I teach. It works very well to reinforce the vocabulary which we are using at the time.
I used STICKY NOTES as an activator. I gave students 30 seconds to write everything they knew about poetry on the sticky note. After time was up, they had to share but could not repeat what had already been shared.
I used the "You Oughtta Be in Pictures" strategy to open a lesson on Colonial Boston as the setting for the novel Johnny Tremain (a painting of the harbor done during the Colonial Period). I asked students to discuss in small groups what they noticed that surprised them in the painting, given what they'd "pictured" the harbor to be like from descriptions in the first two chapters of the novel. The strategy worked well as a means of helping students visualilze a the novel's setting and go back to the text for precise descriptions of same.
I used the "ticket out the door" strategy with my sixth grade math classes. It worked really well once they understood what I was asking for. It helps to hold students accountable for paying attention, being on task, and understanding the concept.
I use 2 column notes in my class to use for starting new lessons with vocab words. They have a notes section in their notebook that the use for new vocabulary words.
Think-Pair-Share.......... It was the first time the sixth graders had been exposed to this literary strategy. So first I had to explain what think-pair-share meant and then we did the activity with 2 words (plot and stray). The students said they liked hearing what their peers had to say about the topics.
I have used a T-Chart a few times to help organize information for class.When we are doing a new strategy or vocabulary, it is helpful to see more clearly. Students have done well with this. Using this idea a few different ways, the students are beginning to understand why it is more beneficial to organize their information.
I have used the story star to help students review different elements of a story (plot, theme, conflict/resolution, characters, etc). Students seemed to enjoy putting their information into the stars. It was a helpful review tool of these elements and really helped students. It was also easy for me to see if students were able to categorize the information.
I use the "T Chart" daily in Science. The students view a NASA Picture of the Day and complete a T chart consisting of Observation, Inference, Actually, and Purpose on the left side and an elaboration of each on the right. This works well because the students stay organized.
I have used two-column notes to introduce a short story and provide motivation for reading. This gives students specific details to look for as we are reading. I use questions in this activity that review literary terms such as characterization, point of view, etc.
I have used anticipation/reaction with my students. We did this with water distribution. There are many misconceptions about this with students. After they finihed their predictions, we completed a lab, and then we went back to their initial predictions. This was very eye-opening for them and they were able to visually SEE their misconceptions.
I have used probable passages to introduce European Exploration in social studies. I gave the students key important words related to the topic, and they wrote a paragraph using the words in the way they predict that they will be used in the actual reading passage. It did activate prior knowledge with the students effectively. Also, it gave the student the important terms at the beginning of the lesson.
I have used Story Star when my students read "How I Spent My Summer Vacation". They were visually able to see the different story elements and how they are relate in the story.
At the beginning of the year, we went through a unit on problem solving. I tried to teach the students how to read and reread the problem. When rereading, I had them to circle the important information, cross out the unnecessaries, and underline the question. I was trying to teach them some critical problem solving skills.
I used the grafitti board to study the North Carolina regions. Students collected information about their assigned regions, people, economy, climate, landforms...etc. Students then presented their information to the class. It worked great!!!
I used 2 column notes with a video we watched about the artifacts and collection process for September 11. It was a good way for students to keep up with the most important points.
For our Word Within The Word program, I have used a three-column note organizer. This is an extension of a two-column note organizer, but it still works the same. The students have three columns, one for the stem, definition, and examples. The students preferred the organziational methods of the three-columns and even used it as a study tool.
I have used Concept Mapping with my 6th grade classes to organize the parts of a computer into Input, Output, Storage, and Processor devices. It works well giving the students another visual representation of the parts of a machine and what they do.
When reading novels I choose specific points out of the book to have students illustrate on posters. Typically this is completed in groups. Once everyone has completed their illustrations we lay them out at the front of the classroom and as a class, students put the poster in sequential order (how it happened in the story). Candace
I used the concept notes to find out what my students remembered from last year from the Health Triangle. The kids got to see what they retained from last year and what they didn't.
Jolly Rancher @the door with being able to come up with a 4beat rhythm going out the door. Did with part1 first day part2 second day. This was a little lenghthy for me and took a little to much time.
I used two column notes to help students with their essay question on "What is health?" The students did a good job with their writing because they were able to draw important information from the notes that aided them in developing their essay.
As an activator, I put students in groups of two and gave them fifteen seconds to tell their partner all they could tell about thmselves. The partner then told the class all they remembered. I used this with a lesson on communication and being an attentive listener. It was fun for the students.
I used the Walk Around Survey. Students had to interview 3 classmates and have them answer a set of questions, that the interviewer had already done prior. After the interviews, students could write a summary of what they learned from the collective responses, including their own, to the questions. Since the questions were based on knowledge learned from the last unit, but necessary main ideas of which could be used to introduce this unit, the activity served as both a summative of my first unit and an activator for my 2nd unit. I thought it worked very well and would use it again with slight modifications.
I used the Word Splash as an activator for my Ancient Civilizations lesson. My students were engaged with the topic and activity. Prior to reading an article on one of the ancient civilizations, students were able to make predictions about the topic and how each word or phrase were related to the subject. This activity perked their interest prior to reading. Afterwards, they were able to make solid connections with their previous predictions to the text.
I have used the collaborative viewing and listening guide strategy. I have students to fold their papers in half with one side being for their notes and the other for their partner's notes. As students watch the video, they write down things that they believe are important to remember. After the video (we sometimes have to watch it twice), they share with a partner and then we review in class.
I used "visual imaging" with my students when learning new vocabulary words. I had them write the vocabulary word then a short definition. Then I had them draw a visual image of the word or its definition. I had them think of a word that either looks like or sounds like the word whose meaning they were trying to learn. This will help them to visualize the vocabulary word they are trying to learn.
I have used "context clues" and "paraphrasing" as a vocabulary strategy in inclusion math and language arts. In Language Arts, we used a 'vocab o' gram' where they predicted what a word means by surrounding words and then read the story to see if they predicted correctly. In math, we use lots of different terminology and paraphrasing to teach Algebra terms, such as getting rid of the 'unattached and attached garbage' to isolate (or get) the variable (or letter) by itself, keeping the sides 'balanced.'
I like to use sticky notes to find out what students know about a particular subject. My 6th grade likes it the best but often run out of room on their sticky because they write too big.
I have used "you outta be in pictures" to introduce the Native American unit for studying NC history. It helped the students look at the events from different perspectives! I think it worked well.
I have used graphic organizers for adding and subtracting integers. The students have referred back to the orgranizer on a number of occasions. Suzanne Goble
I have used the Looping Vocabulary game with two of the grade levels which I teach. It works very well to reinforce the vocabulary which we are using at the time.
ReplyDeleteI used STICKY NOTES as an activator. I gave students 30 seconds to write everything they knew about poetry on the sticky note. After time was up, they had to share but could not repeat what had already been shared.
ReplyDeleteWe have done the first word strategy in the media center. This is the same technique used for PRIDE. It helps to build memory and cognition.
ReplyDeleteI used the "You Oughtta Be in Pictures" strategy to open a lesson on Colonial Boston as the setting for the novel Johnny Tremain (a painting of the harbor done during the Colonial Period). I asked students to discuss in small groups what they noticed that surprised them in the painting, given what they'd "pictured" the harbor to be like from descriptions in the first two chapters of the novel. The strategy worked well as a means of helping students visualilze a the novel's setting and go back to the text for precise descriptions of same.
ReplyDeleteI used the "ticket out the door" strategy with my sixth grade math classes. It worked really well once they understood what I was asking for. It helps to hold students accountable for paying attention, being on task, and understanding the concept.
ReplyDeleteI use 2 column notes in my class to use for starting new lessons with vocab words. They have a notes section in their notebook that the use for new vocabulary words.
ReplyDeleteThink-Pair-Share.......... It was the first time the sixth graders had been exposed to this literary strategy. So first I had to explain what think-pair-share meant and then we did the activity with 2 words (plot and stray). The students said they liked hearing what their peers had to say about the topics.
ReplyDeleteI have used a T-Chart a few times to help organize information for class.When we are doing a new strategy or vocabulary, it is helpful to see more clearly. Students have done well with this. Using this idea a few different ways, the students are beginning to understand why it is more beneficial to organize their information.
ReplyDeleteI have used the story star to help students review different elements of a story (plot, theme, conflict/resolution, characters, etc). Students seemed to enjoy putting their information into the stars. It was a helpful review tool of these elements and really helped students. It was also easy for me to see if students were able to categorize the information.
ReplyDeleteI use the "T Chart" daily in Science. The students view a NASA Picture of the Day and complete a T chart consisting of Observation, Inference, Actually, and Purpose on the left side and an elaboration of each on the right. This works well because the students stay organized.
ReplyDeleteI use the 2 column notes with my vocabulary. This is a great way for students to study their words.
ReplyDeleteI have used two-column notes to introduce a short story and provide motivation for reading. This gives students specific details to look for as we are reading. I use questions in this activity that review literary terms such as characterization, point of view, etc.
ReplyDeleteI have used anticipation/reaction with my students. We did this with water distribution. There are many misconceptions about this with students. After they finihed their predictions, we completed a lab, and then we went back to their initial predictions. This was very eye-opening for them and they were able to visually SEE their misconceptions.
ReplyDeleteI have used probable passages to introduce European Exploration in social studies. I gave the students key important words related to the topic, and they wrote a paragraph using the words in the way they predict that they will be used in the actual reading passage. It did activate prior knowledge with the students effectively. Also, it gave the student the important terms at the beginning of the lesson.
ReplyDeleteI have used Story Star when my students read "How I Spent My Summer Vacation". They were visually able to see the different story elements and how they are relate in the story.
ReplyDeleteAt the beginning of the year, we went through a unit on problem solving. I tried to teach the students how to read and reread the problem. When rereading, I had them to circle the important information, cross out the unnecessaries, and underline the question. I was trying to teach them some critical problem solving skills.
ReplyDeleteI used the grafitti board to study the North Carolina regions. Students collected information about their assigned regions, people, economy, climate, landforms...etc. Students then presented their information to the class. It worked great!!!
ReplyDeleteI used 2 column notes with a video we watched about the artifacts and collection process for September 11. It was a good way for students to keep up with the most important points.
ReplyDeleteFor our Word Within The Word program, I have used a three-column note organizer. This is an extension of a two-column note organizer, but it still works the same. The students have three columns, one for the stem, definition, and examples. The students preferred the organziational methods of the three-columns and even used it as a study tool.
ReplyDeletei have used 2-column notes where students were solving multi-step equations and then writing steps in the right column.
ReplyDeleteI have used Concept Mapping with my 6th grade classes to organize the parts of a computer into Input, Output, Storage, and Processor devices. It works well giving the students another visual representation of the parts of a machine and what they do.
ReplyDeleteWhen reading novels I choose specific points out of the book to have students illustrate on posters. Typically this is completed in groups. Once everyone has completed their illustrations we lay them out at the front of the classroom and as a class, students put the poster in sequential order (how it happened in the story).
ReplyDeleteCandace
I have used two column notes. When we were reviewing from last year and adding things they have learned on the other side.
ReplyDeletesarah
I used the concept notes to find out what my students remembered from last year from the Health Triangle. The kids got to see what they retained from last year and what they didn't.
ReplyDeleteticket out the door for the "Q" o the day answer......
ReplyDeleteJolly Rancher @the door with being able to come up with a 4beat rhythm going out the door. Did with part1 first day part2 second day. This was a little lenghthy for me and took a little to much time.
ReplyDeleteI used two column notes to help students with their essay question on "What is health?" The students did a good job with their writing because they were able to draw important information from the notes that aided them in developing their essay.
ReplyDeleteAs an activator, I put students in groups of two and gave them fifteen seconds to tell their partner all they could tell about thmselves. The partner then told the class all they remembered. I used this with a lesson on communication and being an attentive listener. It was fun for the students.
ReplyDeleteI used the Walk Around Survey. Students had to interview 3 classmates and have them answer a set of questions, that the interviewer had already done prior. After the interviews, students could write a summary of what they learned from the collective responses, including their own, to the questions. Since the questions were based on knowledge learned from the last unit, but necessary main ideas of which could be used to introduce this unit, the activity served as both a summative of my first unit and an activator for my 2nd unit. I thought it worked very well and would use it again with slight modifications.
ReplyDeleteI used the Word Splash as an activator for my Ancient Civilizations lesson. My students were engaged with the topic and activity. Prior to reading an article on one of the ancient civilizations, students were able to make predictions about the topic and how each word or phrase were related to the subject. This activity perked their interest prior to reading. Afterwards, they were able to make solid connections with their previous predictions to the text.
ReplyDeleteI have used the collaborative viewing and listening guide strategy. I have students to fold their papers in half with one side being for their notes and the other for their partner's notes. As students watch the video, they write down things that they believe are important to remember. After the video (we sometimes have to watch it twice), they share with a partner and then we review in class.
ReplyDeleteI used "visual imaging" with my students when learning new vocabulary words. I had them write the vocabulary word then a short definition. Then I had them draw a visual image of the word or its definition. I had them think of a word that either looks like or sounds like the word whose meaning they were trying to learn. This will help them to visualize the vocabulary word they are trying to learn.
ReplyDeleteI have used "context clues" and "paraphrasing" as a vocabulary strategy in inclusion math and language arts. In Language Arts, we used a 'vocab o' gram' where they predicted what a word means by surrounding words and then read the story to see if they predicted correctly. In math, we use lots of different terminology and paraphrasing to teach Algebra terms, such as getting rid of the 'unattached and attached garbage' to isolate (or get) the variable (or letter) by itself, keeping the sides 'balanced.'
ReplyDeleteI like to use sticky notes to find out what students know about a particular subject. My 6th grade likes it the best but often run out of room on their sticky because they write too big.
ReplyDeleteI have used "you outta be in pictures" to introduce the Native American unit for studying NC history. It helped the students look at the events from different perspectives! I think it worked well.
ReplyDeleteI have used graphic organizers for adding and subtracting integers. The students have referred back to the orgranizer on a number of occasions.
ReplyDeleteSuzanne Goble